David Merrill’s Component Display Theory
Introduction
David Merrill’s Component Display Theory is based primarily on the same assumptions as Robert Gagne’s Events of Instruction. They both agree that different types of learning require different types of procedures for teaching as well as different types of assessment means. However, the component display theory is primarily concerned with teaching individual concepts and arranges instruction to provide learner control (Braxton, Bronico, and Looms, 1).
What is the Component Display Theory?
The component display theory is design strategy for designing instruction. It focuses on a single idea or objective at a time. It is used mostly after a task analysis has been performed (Anglin, 1995). The component display theory provides a list of prescriptions for designing instruction for different kinds of instructional outcomes. The component display theory is a type of analysis that emphasizes on different components of instruction for different types of instructional goals. The component display theory is an attempt to create the best combination of instructional strategies to produce a particular learning outcome (Reigeluth, 1999).
The component display theory is divided into two parts: content and performance. The content dimension is comprised of facts, concepts, procedures, and principles. The performance dimension is comprised of remembering, using, finding, and generalities. (Merrill, 1). The different dimensions of the component display theory are related in a matrix format.
The component display theory is used to design an instructional strategy. The first step is to identify the performance level and content classification. This is accomplished by comparing the instructional objective with the content classification.
The second step is to examine the primary presentation forms. The four primary presentation forms are rules, examples, recall and practice. Depending on the performance level desired and then content classification, a different performance presentation is preferred. This also includes determining the practice requirements.
Rules: expository presentation of a generality
Examples: expository presentation of instances
Recall: inquisitory generality
Practice: inquisitory instance
*Definition Source: Merrill
The third step is to examine the secondary presentation forms. The secondary presentation forms include prerequisites, objectives, helps, mnemonics, and feedback. These "outline specific considerations which enable students to acquire the concepts more effectively" (Anderton, Parry, Twitchell, 1990). They are also more elaborative and supply more information than the primary presentation forms.
The three steps above provide a guideline for constructing an instructional design strategy. However, each step of this design process will involve different variables and constraints depending on the type of instruction being designed.
Mitchell, George. "REPORT TO THE COMMISSIONER OF BASEBALL OF AN INDEPENDENT INVESTIGATION INTO THE ILLEGAL USE OF STEROIDS AND OTHER PERFORMANCE ENHANCING SUBSTANCES BY PLAYERS IN MAJOR LEAGUE BASEBALL ." . N.p.. Web. 4 Mar 2014. .
Thompson, Teri, and et al. American Icon: The Fall of Roger Clemens and the Rise of Steroids in America's Pastime. New York: Alfred A. Knopf, 2009. Print.
As part of the Framework for teaching, Danielson suggested 22 components, which are categorized into four domains with various related elements in each domain (Danielson, 1996). Domain 2 of the Framework comprises skills related to interactions that occur in the classroom deemed necessary for effective instruction. Danielson’s Framework in domain 2 aligns with the CCT Rubric at domain 1. Indicator 1a exists within domain 2 of the Framework for Teaching, but for the purposes and focus of the following synthesis, it will be referred to as domain 1 in the CCT Rubric.
My second preferred learning style, visual, relates more toward a cognitivist instructional method. The cognitivist perspective stat...
Livingston, Gretchen. The Rise of Single Fathers. 2 July 2013. Web. 11 March 2014 .
Archives are filled with articles focused on the outcomes of children raised in single parent homes versus children raised in the nuclear family setting. The subject is highlighted in mass volumes throughout various internet blog forums, newspaper articles, and popular magazines detailing the statistical data and reputed points of view on the outcomes of the subject. Countless bloggers provide substantial personal testimonies highlighting both ends in the debate, while giving readers an inside-look at this situation from all different walks of life. Developing this issue into a broader context, we as the readers have to consider the magnitude of the issue and ask ourselves, “In concern with the betterment of my family, which lifestyle could I possibly adopt to ensure that my children are adequately socialized and prepped for life outside the parental structure?” However, this is not a question that requires a prognosis from a prominent sociologist; in fact, children raised in single parent families are just as capable at success as children raised in the traditional family setting.
adoptions and the problems that couples face when choosing to follow this practice. My research
Genetically modified foods could cross-pollinate with other plants and create an entirely new species. In addition, there is the danger of biotech-resistant weeds and insects evolving. GMO’s have the potential to alter ecosystems in significant ways. Companies are currently engineering salmon, tilapia, carp, and other fish to promote faster growth or to provide resistance to certain diseases. Aquaculture farms are located in oceans and other bodies of water and the fish escape the nets regularly, ecologists worry that genetically modified fish could breed with natural fish.
Design thinking process has eight generation stages: observation or analysis, framework, imperative or facts, solutions or alternatives, alternative evaluation and concept selection, implementation, construction, and post occupancy evaluation.
Learning Theories and Instructional Strategies The lessons contained in this unit of instruction were based upon Madeline Hunter’s Seven Steps of Lesson Plan Formatting. This lesson plan format is a proven effective means for delivering instruction. When designing lessons, the teacher needs to consider these seven elements in a certain order since each element is derived from and has a relationship to previous elements. It should be noted that a lesson plan does not equal one class period.
It has been said, children from two-parent families are better off. The setting is also a factor to take into consideration. The increase in single- parent homes has had an extensive and negative effect on children’s development. 50% of marriages end in divorce. We have young people with young minds having children, they can hardly take care of themselves at the age of 21, yet they have decided to bring four children into this world to be raised by one parent. In some communities, majority of the children are being raised by a single parent. Statistics have shown that children raised in a healthy single parent home have more problems emotionally, psychologically, in school, and with the law than those raised in healthy two-parent homes. No matter how good a single parent is, that a single parent can NEVER do for the child how two present, committed, parent partners share and work together; communicate together and solve problems together as equals.
For instruction to be meaningful and relevant, it must build upon a student’s prior knowledge. Using analogies will be a good way to relate the students current experience to their prior experience. According to the text, “Gagne’s theory of instruction indicates that teachers and designers must consider four components when they develop instruction”(Driscoll et al., 2005):
...g adopted, almost every theory of children development predicts problems for adoptees. In 1960, the archives of general psychology published a report by M. D. Schecter which started found that 13.3 percent of the children he had treated for psychiatric disorders over a five-year period, were adopted. Dr. Schecter’s data was therefore used to suggest that something about the adoptive situation left an adopted child with a 100-times greater chance of running into psychological problems in his life than did a non-adopted child (Lasnik 102). Statistics show that children over the age of 5 who are adopted run even a higher risk of mental and emotional problems (Luther Online).
Migration has always been reported as a precise way of contributing to the growth of both the social and economic spheres of life. Over the years, scholars, legislators and other players involved in the study and policy making of migration laws have stressed that migration assist the migrant-sending countries in achieving development at a fast pace. This is, as the migrant-citizens tend to ease the pressure of unemployment, thereby giving the governments back home ample time to scheme on development agendas. The worldwide view on migration has not remained constant, owing to fluctuations of the outcomes in terms of development (Bailey, 2010). This is at times; there have been reported negative effects, and other times, the reported results have turned out as positive towards the development of both the motherland and the migration destination.
Designing curriculum, instruction, and assessments are steps teachers use to help them make sense of the concepts they teach and helps drive instruction. These steps can take on many different forms and drive a classroom in a plethora of ways. These steps, when developed properly, can help a teacher utilize each moment in the classroom and help students gain more insight to the standards they need to become proficient.